Field Study Learning Episode 1 16

FIELD STUDY 1
LEARNING EPISODE 1
The School Environment
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus,
then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available, and say how each
will contribute to the students' learning and development.
Facilities / Description Will it contribute to the
students’ learning and
development. Why?
Office of the
Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio
Visual/Learning
Resource Center
Science Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics
Room
Industrial Workshop
Area
PTA Office
Comfort Room for

Boys
Others (Please
Specify)
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report

1. Describe the
community or
neighborhood where the
school is found.
2. Describe the school

campus. What colors do
you see? What is the
condition of the
buildings?
3. Pass by the offices.

What impression do you
have of these offices?
4. Walk through the

school halls, the library,
the cafeteria. Look
around and find out the
other facilities that the
school has.
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How
are the tables and chairs/desk arranged?
3. What learning materials/equipment are present?
4. Observed the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?
An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.
CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities
(location, number, arrangement, condition)
1. Wall Displays
2. Teacher's Table
3. Learner's Desks
4. Blackboard
5. Learning Materials /
Visual Aids
6.
7.
8.
9.
10.
Write your observation report here.
Name of the School Observed
Location of the School
Date of Visit
ANALYZE
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
How does this relate to your knowledge of child and adolescent development/How does this
relate to your knowledge of facilitating learning?
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why not?
2. What kind of school campus is conducive to learning?
3. What kind of classroom is conducive to learning?
4. In the future, how can you accomplish your answer in number 3?
5. Write your additional learning and insights here.

Activity 1.2 Observing bulletin board displays
The display board, or what we more commonly refer to as bulletin board, is one of the most
readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps: 1. Examine for
bulletin board displays. Include samples of those found at the entrance, lobby, hallways and
classrooms 2. Pick one and evaluate the display. 3 Propose enhancements to make the display
more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do you
see?
2. Where are the display boards found? Are they in places where target viewers can see them?
3. What are the displays about? What key messages do they convey? What images and colors
do you see? How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photo of the display boards (if allowed).
Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here.
From among the board displays that you saw, pick the one that you got most interested in.
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display

Location of the Board Display in School
Check the column that indicates your rating. Write comments to back up your ratings.
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement
Criteria NI S VS O Comments
1 2 3 4
Effective Communication
It conveys the message
quickly and clearly.
Attractiveness
Colors and arrangement
catch and hold interest.
Balance
Objects are arranged, so
stability is perceived.
Unity
Repeated shapes or colors
or use of boarders hold
display together.
Interactivity
The style and approach
entice learners to be
involved and engaged.
Legibility
Letters and illustrations
can be seen from a good
distance.
Correctness
It is free from grammar
errors, misspelled words,
ambiguity.
Durability
It is well-constructed,
items are securely attached.
Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:
Evaluation
Strengths Weaknesses
Description of the Bulletin
Board layout
Evaluation of educational
content and other aspects.
Recommendations or Suggestions for improvement
Signature of Evaluator over Printed Name:
Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage
My Board Display Lay-out

ANALYZE
What do you think was the purpose of the board display?
Did the board display design reflect the likes/interests of its target audience? Why? Why not?
Was the language used clear and simple for the target audience to understand? Why? Why not?
Was the board display effective? Why? Why not?
What suggestions can you make?

Based on the suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display

Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best features of my proposed bulletin enhancement:
Content Resource (Name each needed resource and give each a brief description):
Materials for aesthetic enhancement:

REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
2. Which of the skills you named in #1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
3. Which skills do you still need to develop? What concrete steps will you take on how you can
improve on or acquire these skills.
LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT _________________.
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. build many professional linkages
D. establishes and maintain consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III and IV D. III and IV
3. What physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
B. Informational
C. Motivational
D. Decorative
B. Informational, decorative
C. Motivational, decorative
D. Decorative, informational
SHOW Your Learning Artifacts
My personal Illustration of an Effective

School Environment
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 1 - The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive of learning
Excellent
Learning 4 Very Satisfactory Satisfactory Needs Improvement
Episode 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation questions/ observation observation
Sheet completely tasks not answered / questions/tasks questions/ tasks
answered/ accomplished. not answered / not answered /
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered observation
completely; answers are clearly completely; questions were not
answers are with connected to theories; answers are not answered; answers
depth and are grammar and spelling clearly connected not connected to
thoroughly are free from errors. to theories; one (1) theories; more than
grounded on to three (3) four (4)
theories; grammar grammatical / grammatical/
and spelling are spelling errors. spelling errors.
free from error.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and
supported by what supported by what shallow; shallow; rarely
were observed and were observed and somewhat supported by
analyzed analyzed supported by what were
what were observed and
observed and analyzed
analyzed
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in the on in the context of the reflected on in the reflected on in the
context of the learning outcomes. context of the context of the
learning outcomes; Complete; well learning outcomes. learning outcomes;
Complete, organized, very Complete; not not complete; not
wellorganized, relevant to the leaming organized. relevant organized, not
highly relevant to outcome to the learning relevant
the learning outcome
outcome
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline deadline after the deadline days or more after
the deadline
COMMENT/S Over-all Rating:

Score (Based on
transmutation
)
TRANSMUTATION OF SCORE TO GRADE/RATING

19-18 17 16 15 14 13-12 11 10 9-8 7-below
Score 20
1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00. 3.5 5.00
Grade 1.0
99 96 93 90 87 84 81 78 75 72 71-
Below
Signature of FS Teacher above Printed Name Date

FIELD STUDY 1
LEARNING EPISODE 2
Learner Diversity: Developmental Characteristics,
Needs and Interests

Activity 2.1
Observing learner characteristics at different stages
To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high
school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learners' Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a
more detailed observation is preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad,
easily cries, mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The items
under each domain are by no means exhaustive. These are just sample indicators. You may add
other aspects which you have observed.
Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: ____ children observed: ____ children observed: ____
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interests
Others
Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others
Cognitive
Communicate Skills
Thinking skills
Problem-solving
Others
ANALYZE
Write the most salient development characteristics of the learners you observed. Based on
these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool  Preschoolers like to  Therefore, the teacher
Age range of learners move around a lot. should remember to
observed 3-4 use music and
movement activities
not just in PE but in
all subject areas
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time.
Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool
Age range of learners
observed
Elementary
observed
High School
observed
REFLECT
1. While you were observing the learners, did you recall your own experience when you were
their age? What similarities or differences do you have with the learners you observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?
3. Share your other insights here.

Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is
crying incessantly and refuses to listen and accept sound advice that the teacher is offering.
Her refusal to accept is because __________.
A. she thinks what she feels is too special and unique, that no one has felt like this
before
B. the teenager's favorite word is "no," and she will simply reject everything the
teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher's
perspective
D. teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-
year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the
class: "What happens to the egg if I add three- tablespoon salt to the glass of water?" This is
hypothesis formulation. What can you infer about the cognitive developmental stage of
Teacher Rita's class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
Which is your favorite theory of development. How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.
Evaluate Your Work Task Field Study I, Episode 2 - Learner Diversity: Developmental
Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics, needs and interests of learners from different
developmental levels.
Excellent
Episode 3 2 1
free from error.
analyzed
outcome
the deadline

Score (Based on
transmutation
)

19-18 17 16 15 14 13-12 11 10 9-8 7-below
Score 20
1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00. 3.5 5.00
Grade 1.0
99 96 93 90 87 84 81 78 75 72 71-
Below
FIELD STUDY 1
LEARNING EPISODE 3
Focus on Gender, Needs, Strengths, Interest, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous
Peoples
Activity3.1 Observing differences among learners' gender, needs, strengths, interests, and
experiences; and differences among learners' linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.
The learners' differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how student
diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step l. Observe a class in different parts of a school day. (beginning of the day, class
time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses
in dealing with diversity in the classroom,
Step 5. Analyze the impact of individual differences on learners' interactions.
The observation form is provided for me to document my observations.
OBSERVE
An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided on the next page.
l. Find out the number of students. Gather data as to their ages, gender, racial groups, religious,
and ethnic backgrounds.
During class:
l. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with compete
against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher's question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?
Outside class:
l. How do the students group themselves outside class? Homogeneously, by age? by gender?
by racial or ethnic groups? By their interests? Or are the students in mixed social groupings? If
so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected
the learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students
due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
School Address
Date of Visit
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a double/pessimist?
What makes the learners assume these roles? What factors affect their behavior?
2. Is there anyone you observed who appear left out? Are students who appear “different?” Why
do they appear different? Are they accepted or rejected by others? How is this shown?
What does the teacher do to address issues like this?
3. How does the teacher influence the class interaction considering the individual differences of
the students?
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learner?
Activity 3.2. Observing differences among learners with disabilities, giftedness and talents
To realize the Intended Learning Outcomes, work your way through these steps.
l. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation report
on the space provided.
l. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to
be behind.
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. Observe the behavior of both regular students and those with special needs. Note
their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction
with others.
5. Observe the teacher's method in addressing the individual learning needs of the
students in his/her class.
OBSERVATION REPORT
School Address
Date of Visit
ANALYZE
1. Did your observation match the information given by the teacher?
2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the learners.
3. Describe the methods used by the teacher in handling the students' differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiated instruction? If
yes'
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.
To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a, Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San
Jose Occidental Mindoro
f. Tubuanan Ati Leaming Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog, Iloilo
h. T'boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission

from these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit" through social media.
And if still not feasible consider a "virtual" field study through watching
Indigenous Peoples in the Philippines videos. There are several available at
Youtube. You can start with this video by Dep Ed:
DepEd Indigenous Peoples Education Offce. National Indigenous Month (October) Video, 2013.
Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y
3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous Peoples Education
Read the following carefully before you begin to observe. Then write your Observation
report on the space provided.
If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the
creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you blend in the school
community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum
goals. use the questions found on the Analysis part of this activity.
Write your observation report here.
OBSERVATION REPORT
(You may include photos here.)
School Address
Date of Visit
OBSERVATION REPORT
(You may include photos here.)
ANALYZE
Curriculum Design, Answer each question based on your observation and
Competencies, and Content interview data.
1. Does the school foster a

sense of belonging to one's
ancestral domain, a deep
understanding of the
community's beliefs and
practices. Cite examples
2. Does the school show
respect of the community's
expression of spirituality?
3. Does the school foster in
the indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach
skills and competencies in the
indigenous learners that will
help them develop and protect
their ancestral domain and
culture?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the community?
6. Do the teaching strategies
help strengthen, enrich, and
complement the community's
indigenous teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the community as
relevant settings for learning
in combination with
classroom-based sessions?
Cite examples.
8. Is cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the development
and use of instructional
materials and learning
resources? How? (For
example, Culture bearers of
the Indigenous Peoples are
consulted.)
9. Do assessment practices
consider community values
and culture? How?
10. Do assessment processes
include application of higher
order thinking skills?
What do you think can still be done to promote and uphold the indigenous peoples
knowledge systems and practices and rights in schools?
REFLECT
Reflect based on your actual visit or videos that you watched.
l. What new things did you learn about indigenous peoples?
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by
3.2 Uphold and celebrate their culture, beliefs and practices by
3.3 Advocate for indigenous peoples education by

With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs Of both the high and
low achievers in your class? Make a collection of strategies on how to address the students'
different ability levels.
Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and students
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students' varied cultures.
2. Which student thinking /behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other's cultures.
B. He/She regards his culture as inferior to other's cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.
3. What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities,
D. Develop different standards for different student groups
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _________.
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community's world view,
and its indigenous cultural institutions
5. All are best practices in using learning resources for indigenous learners, EXCEPT
_________.
A. Culturally generated learning resources only include indigenous group's artifacts,
stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which
highlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of instructional
materials
D. The indigenous community's property rights are upheld in publishing learning
resources.
6. All are best practices for assessment in the Indigenous Peoples Education Framework,
EXCEPT,
A. Including the practice of competencies in actual community and family situations
B. Applying higher- order thinking skills and integrative understanding across subject
areas
C. Using international context in the assessment standards and content faithfully without
D. Including community-generated assessment processes that are part of indigenous
learning system
7. Read the following comments by the teacher. Which of these comments will most likely make
a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito
para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with
the same topic but assigns a different task appropriate for each group to accomplish
B. The teacher divides the class into three heterogeneous groups and assigns the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns different content
topics for the groups to work on
D. The teacher groups the learners by ability levels and assigns each group a different
task on the same topic, and then requests three different teachers, each to assess one of
the groups
9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way where they
feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they
feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for
the slow learners.
D. Applying two sets of different standards
Evaluate our Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Strengths, Interests,
Experiences Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples
Learning outcomes: describe the characteristics and needs of learners from diverse backgrounds •
identify the needs of students with different levels of abilities in the classroom • identify best
practices in differentiated teaching to suit the varying learner needs in a diverse class (PPSI
3.1.1) demonstrate openness, understanding, and acceptance of the learners' diverse needs and
backgrounds
Excellent
Episode 3 2 1
free from error.
analyzed
outcome
the deadline

Score (Based on
transmutation
)
19-18 17 16 15 14 13-12 11 10 9-8 7-below
Score 20
1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00. 3.5 5.00
Grade 1.0
99 96 93 90 87 84 81 78 75 72 71-
Below

FIELD STUDY 1
LEARNING EPISODE 4
Learner Diversity: The Community and Home Environment

Activity 4.1: Observing the learner’s community and home environment
Resource Teacher:__________ Teacher’s Signature: ___________ School: __________

Grade/Year Level:__________ Subject Area: _________________ Date: ___________
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a . the rules they implement at home concerning their child’s schooling.
b . the learners activities and behavior while at home.
5. Write the learner’s profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
OBSERVE
Use the activity form provided for you to document your observations.
An Observation/ Interview Guide for Home-School link

Read the following carefully before you begin to observe/ interview. Then write your
observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/ her in each of the domains of
development:
 Physical-body build and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
 Social - interaction with teachers and classmates ( loner, shy,sociable, friendly,gets
into fights, liked by others, etc.)
 Emotional moods, temperament,cries easily, loses temper, happy, shows enthusiasms,
excited, indifferent, etc.)
 Cognitive ( appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)
Interview the Teacher

1. What are the most noticeable characteristics of the learner? ( emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustments)
2. Hoe does the teacher communicate with the parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problems.
3. How does the teacher utilize resources in the community to support the teaching -
learning process? How does the teacher work with the community to meet the needs of the
learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home st-up. ( Home is orderly, family
pictures in the living room,etc. )
2. Use the interview Questions on the next page. Just ask the questions with which you
feel comfortable.
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth ___________________________________ Age ________
Grade/ Year Level: _____________________________ Gender ________
Number of Siblings: ___________________
Birth Order: __________________________
Parents: _______________________________________________
Mother:_________________________________________________________________
Age:_____ Occupation: _____________________ Educational Attainment:_______________
Father:__________________ Occupation: ____________ Education
Attainment:____________
Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child:
Learner’s Social Aspect:
1. Describe your child’s sociability ( friendly, outgoing or shy, loner ).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional - Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do
to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspects:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. D you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all the necessary data. Write the learner’s development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning Episode.
THE LEARNER’S DEVELOPMENT PROFILEE (Outline)
The Learner’s Development Profile
Name of the Learner ______________________________________________________
School _________________________________________________________________
Date of Home Visit _______________________________________________________
Date of Birth: Age:
Grade/ Year level: Gender:
Family Profile
Numbers of siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher’s parents’ responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s
parents’ responses, and your own observations.
Emotional - Moral Development
In paragraph form, describe the emotional - moral development of the learner. Combine
the teacher’s parents’ responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
teacher’s parents’ responses, and your own observations.
Findings
Write here your salient findings about the learners.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on
the learner’s development. The questions in the Your Analysis portion of this learning episode can
help you.
Recommendations
Write your recommendations.
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.
1. From your home visit and interview, What do you think is the style of parenting experienced
by the learner? Explain your answer.
2. Relating your data with what you learned from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
3. Does the communication between the home - school have an affect on the learner? If ys, what
are these effects?
4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap to seek
advice regarding development and learning of students.
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
2. As a future teacher, how would you establish good home- school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
Directions: Read the items given below and encircle the correct answer
1. Which are the most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II
B. I,II, and III
C. II and III
D. I,II,III and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
1.
2.
H- C-
O- O-
M- M-
E- M-
U-
N-
I-
T-
Y-
S-
C-
H- L-
O- I-
O- N-
L- K-
Evaluate Your Work Task Field Study 1, Episode 4 - Learner Diversity: The Community and
Home Environment
Name of Student _______________________________ Date Submitted: ___________
Year and section:______________________________ Course:___________________
Excellent
Learning Episode 4 Very Satisfactory Satisfactory Needs Improvement
3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/ tasks questions/tasks not observation questions/
completely answered/ not answered / accomplished. answered / tasks not answered /
Analysis All questions were All questions were answered Questions were not Four (4) or more
answered completely; completely; answers are answered completely; observation questions
answers are with depth clearly connected to theories; answers are not clearly were not answered;
and are thoroughly grammar and spelling are connected to theories; one answers not connected to
grounded on theories; free from errors. (1) to three (3) theories; more than four
grammar and spelling are grammatical / spelling (4) grammatical/ spelling
free from error. errors. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed observed and analyzed supported by what what were observed and
were observed and analyzed
analyzed
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on in the Portfolio is not reflected Portfolio is not reflected
the context of the learning context of the learning on in the context of the on in the context of the
outcomes; Complete, outcomes. Complete; well learning outcomes. learning outcomes; not
wellorganized, highly organized, very relevant to the Complete; not organized. complete; not organized,
relevant to the learning leaming outcome relevant to the learning not relevant
outcome outcome
Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline deadline more after the deadline
COMMENT/S Over-all Score Rating:

(Based on
transmutation)

19-18 17 16 15 14 13-12 11 10 9-8 7-below
Score 20
1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00. 3.5 5.00
Grade 1.0
99 96 93 90 87 84 81 78 75 72 71-Below

ANALYZE
Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.
1. Reflect your home visit and interview, what do you think is the style of parenting experienced
by the learner? Explain your answer.
2. Relating your data with what you learned from child development, what family factors do you
think contribute to the development and over- all adjustment of the learner in school?
3. Does the communication between the home-school have an effect on the learner? If yes, what
are these?
REFLECT
1. Reflect on your own development as a child, what type of parenting did you experience? How
did it affect you?
2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
Learning Episode 5- Creating an Appropriate Learning
Environment
Activity 5.1: Managing Time, Space and Learning Resources
Resource Teacher:_________________Teacher’s signature:______School:________

Grade/Year Level:_________________Subject Area:___________Date:__________
Observe
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note their
ages.
2. How many boys are there?How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?

5. Describe their span of attention.
Analyze
Analyze and answer these questions on observed classroom management practices. It is also
good to ask the teacher for additional information, so you can validate your observation. Write
your notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.)? Describe these areas. Will it make a
difference if these areas for specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher
is available, ask him/her to describe the process. What’s the effect of students’
participation in rule-making on students’ behavior?
4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Doe this help
in managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior stages used.
8. What does the Resource Teacher do to interfere positive behaviors? (Behavior
Strategies)
Reflect
Reflection as a future teacher.
1. Why do you need to reinforce positive discipline?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________
Activity 5.2 Identifying the Different Aspects of Classroom

Management
Observe
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix

Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you answer
the analysis questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling
misbehavior/off-task
behavior
7. Reinforcement of
Positive Behavior
8. Others
9. Others
10. Others
Analyze
1. How did the classroom organization and routines affect the learners’ behavior?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Reflect
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level and why?
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________
3. Should learners be involved in making the class rules? Why?

______________________________________________________________________________
______________________________________________________________________________
___________________________________________________

Paste pieces of evidence of classroom rules that work in class. You may also put pictures of
the physical space and learning stations which contribute to the effective implementation of
classroom management.
Learning Episode 6- Classroom Management and
Classroom Routines
Activity 6.1: Observing Classroom Management and Routines

Observe
Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.
Checklist on Classroom Routines

Check Yes(√) if observed and (X) if not observed.
Classroom Routines Observed(√) Not
Observed(X)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories/comfort
room/washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify
21.
22.
Analyze
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in class? Why? Why not?
_____________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______________________________________________
2. Which of those routines were systematic and consistently implemented? Explain your
answer.
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________
Reflect
Reflect on the various routines observed.
1. Which of the routines will you most likely to apply in your class? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Activity 6.2: Listing Down Classroom Rules

Observe
Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite the
importance of these rules.
Classroom Rules Importance

1. E.g. Read directions well. -ensure less error in answering the
activity.
2.
3.
4.
5.
6.
Analyze
1. Analyze each given rule. What circumstances led to the formulation of the rule?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
2. Are classroom rules really important?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Reflect
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same
rules? If not, what rules are you going to employ? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Show Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.
Learning Episode 7: Physical and Personal Aspects of Classroom Management
Activity 7.1: Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: _______________ Teacher’s Signature: _______________ School: _______
Grade/Year Level: _______________ Subject: _________________________ Date: _________
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the rook inviting to classroom activities?
2.6 Is the physical space/learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom management and answer
the following questions.
1. How does the voice of the teacher affect classroom instruction?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How does the punctuality of the teacher affect classroom discipline?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Why do we need to check on the physical aspects of classroom management?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom management.”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are your plans in ensuring effective classroom management?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 7.2: Demonstrating knowledge of positive and non-violent discipline in the
management of learner behavior
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (/) observed, put an (x) if not observed and o if no opportunity to observe.
Effective Classroom Management Strategies Observed Not No

Observed opportunity
to observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (please specify)
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have compiled and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute to better
classroom management? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What were not used by the Resource Teacher? Were these important? What should have been
used instead? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to the diverse types of
learners.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SHOW YOUR LEARNING ARTIFACTS

Show piece(s) of evidence of learning to capture the classroom management strategies
used by your Resource Teacher.
Learning Episode 8: Close Encounter with the School Curriculum
Activity 8.1: Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found? Let’s do a
hunting game!
OBSERVE
1. Locate where you can find the following curriculum in the school setting. Secure a copy, make
observations of the process and record your information in the matrix below. Describe your
observations.
Type of Curriculum Where Found Description
1. Recommended Curriculum
(K to 12 Guidelines)
2. Written Curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teacher’s Learning Process
4. Supported Curriculum
(Subject Textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
ANALYZE
Which of the seven types curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
Activity 8.2: The Miniscule School Curriculum: The Lesson, A Closer Look
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure a permit to observe one complete lesson in a particular subject, in a particular
grade/year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson.
3. Follow the three major components of a curriculum (Planning, Implementing, and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the following Aspects
Major Curriculum Key Guide for Observation (Carefully loo for the indicators/behavior
Components of the teacher along the key points. Write your observation and
description in your notebook)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major parts do
ypu see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Now, it’s time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? Or were they participating in the class
activity?
f. Was the lesson finished within the class period?
C. Did learning occur in the lesson taught? Here you make observations
Evaluating/Assessing to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
Write a paragraph based on the data you gathered using these key questions.
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Was the lesson implemented as planned? Describe.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and eager?
Satisfied and contented? Disappointed and exhausted?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Can you describe the majority of students’ reactions after the lesson was taught? Confused?
Happy and eager? Contented? No reactions at all.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Based on your observations and tasks in Activity 2, how will you prepare your lesson plan?
Make a short paragraph on the topic.
Activity 8.3: Constructive Alignment of the Components of a Lesson Plan
OBSERVE
Using the diagram below, fill up the component parts of a lesson plan.
I. Title of the Lesson: ___________________________________________________________
II. Subject area: ________________________________________________________________
III. Grade Level: _______________________________________________________________
Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up

ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Will the outcomes be achieved with the teaching methods used? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What component would tell if the outcomes have been achieved?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
What lessons have you learned in developing or writing a lesson plan?
What value will it give to the teacher if the three components are aligned?
SHOW your Learning Artifacts

Learning Artifacts for Activity 1, 2 and 3.
Present an artifact for Activity 1, 2 and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3 Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plan.
a. Example:
I. Title of the Lesson: _____________________________________________________
II. Subject area: __________________________________________________________
III. Grade Level: _________________________________________________________
Lesson Outcomes Teaching Methods Evaluation
FIELD STUDY 1
LEARNING EPISODE 9
Preparing for Teaching and Learning

Activity 9.1: Demonstrating an Understanding of Research-Based Knowledge Principles of

Teaching and Learning
Resource Teacher: _________________Teacher’s Signature: ___________ School: __________

Grade/Year Level: _______________ Subject Area: _________________ Date: ___________
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle
Principles of Learning What did the Resource Teacher do to
apply the principle of learning
1. Effective learning begins with the setting In this section, the teacher presented the
of clear and high expectations of learning lesson objectives and purpose of the day. A
outcomes. motivation activity was presented relating to
the expected learning topics of the day.
2. Learning is an active process. In such, varied activities relative to the
mastery of the lesson was conducted.
3. Learning is the discovery of personal In this context applied during the abstraction
meaning and relevance of ideas. of the lesson, in which the teacher presented
varied examples relative to the discovery and
relevance of the lesson in real life. A
situation was presented and asked by the
teacher various questions leading to the
discovery of the importance and relevance of
the idea.
4. Learning is a cooperative and a In this, the teacher ask the class to group
collaborative process. Learning is themselves and performance activity was
enhanced in an atmosphere of cooperation performed among the students based on
and collaboration. cooperation and collaboration to come up
with solution and answers to the problem
presented each group. A walk through
approach was conducted and each group
discuss with themselves based on presented
answer by other groups to learn from each
group.
ANALIZE
1. What principles of learning were most applied? least applied?

Most applied
In the lesson applied collablorative and cooperation learning was been observed and applied
among students in order to learn. The teacher facilitate the learning by the students by asking
questions leading to the principle and theory of the lesson.
Least applied
In the lesson, the teacher least applied principle learning through social interaction. In one of the
activities presented in the class was not much participative and limited social interaction was
observed.
Give instances where this/these principles /s could have been applied?

In the lesson, the integration of collaboration and cooperation learning takes place when the
students where asked about a questions relative to the actual situations in which the students
collaboratively share their ideas and thoughts on the matter. Each of the students cooperate in
the leader during the conduct of the students performance in Music and Physical education.
However, in terms of the learning through social interaction was not much observed and seen,
since the teacher presented an idea that is foreign and not much students cannot relate with the
example presented. Hence, the teacher was not able to dig out the expected leasson and
application of the lesson within and other context of the lesson.
REFLECT
From among the principles of learning, which one do you think is the most important
Based on the principles of learning, I do believe that collaboration and cooperation is one of the
most important that much portrayed by the teacher in order to elicit learning among the students.
Hence, this principle of learning is best achieved when the teacher able to construct and directed
questions in order to elicit the expected learning outcome and attainment of the objective.
Furthermore, motivation and varied activities must be conducted related to the mastery of the
lesson is also important principle of learning integrating social interaction among learners.
Activity 9.2: Identifying Learning Outcomes that are Aligned with Learning Competencies

OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine if the
learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.

(SMART Objectives?) Achieved
Learning Outcomes
Yes No Yes No
1. Describe hiphop dance / /
2. Identify different movement of hiphop / /

dance
3. Apply and execute the different / /
movements of hiphop
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1. In the lesson, the objective was achieved by facilitating lessons such as proving pictures
and let the students identify the different types of dances provided. In the definition, the
students read the definition based on the short clip video provided by the teacher.
Teacher supplement the definition based on the context of authors from other research
about the topic.
2. In the lesson, through an activity, and presentation of the different movements of hiphop,
the teacher demonstrate and explain the process or manner in executing the movement.
3. A picture me activity was presented to let the students identify the different movement of
the hiphop dance. Capturing the different dance clips from notable dances in hiphop such
as Gilas Pilipinas dance group, Vhong Navarro as hiphop dancer and Jhong Hilario as
lead performers.
4. The class was asked to go in groups and choose a hiphop music and create a dance craze
executing the various hiphop movements.
5.
ANALIZE
1. Do SMART objectives make the lesson more focused?
For me as field study student, I do believe that SMART objectives makes the teacher and
learner focused. Since it able to guide the teacher and the students to achieve the objective of
the lesson. This way it able to guide the learners and directed with mastery of the lesson with
varied approaches and interventions.
REFLECT
Reflect on the
Lessons learned in determining SMART learning outcomes.
Based on my observation and actual participation of the learners in the lesson, the learning
outcome of the lesson was achieved based on the facilitation of the teacher in achieving those
objectives. Hence, the varied questions raised by the teacher eliciting critical thinking and
performance of skills among students was achieved greatly with mastery of the lesson.
Activity 9.3: Distinguishing Between Inductive and Deductive Methods of Teaching

OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? During the Were students involved in the teaching-
observation, I do see that the teacher only learning process? How? Or were they mere
started to lecture the lesson during the passive recipients of instruction? In this
abstraction and integration of new lesson and approach the teacher facililate the class
also applying mastery on the lesson. through varied activities that integrates
collaboration cooperation and actual conduct
of social interaction. Further more, the
teacher elicits critical thinking questions in
which directs the students to learn and master
the new lesson.
Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. For me, I see of the lesson in real life? Give proofs. Based
the mastery of the lesson was presented in the on the generalization and practical application
varied activities of the lesson. The teacher of the lesson within and other context of the
provided varied activities to elicit mastery of lesoon was clearly presented since, the
the students on the lesson. Furthermore, a teacher asked questions with the real life
foirmative test was conducted to determine situation and experienced by the students
the mastery of the lesson through the itself. Hence, the students elicit mastery on
evaluation part of the teaching. the lesson.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Yes, the class was competitive, since the During the conduct of students activity in the
teacher raised questions in the class and class, collaboration among the students was
everyone raised hands and also during the very evident with each member of the group
conduct of group activity, the students participate and share their own answer to their
participates and provide the best answers and situations.
result of the output of the groups with giving
price by the teacher.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? In this part, the teacher disciplines/subjects?
displayed varied discipline and able to
provide contextualization and differentiation During the generalization and application of
in teaching and learning of the lesson. the lesson, the teacher able to relate and
connect the lesson with various discipline and
subject based on the motivation and cited
examples towards the attainment of the
objective of the lesson.
What teaching-learning practice shows that teaching approach was:

a) constructivist-connected to past experiences of learners; learners constructed new lesson
meanings
In this context, the teacher asked the class with their past experience through the topic and
then elicit from there the construction or direction of the new lesson through questions asked
by the teacher.
b) inquiry-based
Inquiry based was elicited in the beginning of the lesson, the teacher facilitate a questions
asked about their familiarity of the topic through varied picture and let the students determine.
c) developmentally appropriate-learning activities fit the developmental stage of children.

In this context, the teacher provided varied learning a ctivities, examples are venn diagram,
performance task through dance creation and also paper and pen activities such as
formative questions relative to the lesson.
d) Reflective In one of the lesson, the teacher provided a short clip video and then asked the
students to describe and asked them its relevance to their life as performer.
e) inclusive-No learner was excluded; teacher taught everybody. In the lesson, it was
observed that no learner was excluded since everyone participated in the class.
f) collaborative -Students worked together. A group activity was presented where each of the
students member in the group collaboratively presented and provided their opinion and
participation in the mastery of the lesson.
g) Integrative -Lesson was multidisciplinary -e.g. In Science, Math concepts were taught. In
the dance Hiphop, the teacher relate the lesson with other discipline such as math since the
angle of the feet and body was elicited in the example and also the significance of the
hiphop dance in the mental health and body of the students.
ANALIZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
For me I do believe that one consequence of teaching purely subject matter, will provide
learner with no mastery and no appreciation since it purely focus only on subject matter. There
will also effect on the low mastery of the lesson since the students will get very low in the test.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?
If I am going to reteach the lesson observed I will be applying the combination of the teacher-
centered and student centered approach. It is because I do believe that being teacher centered is
also significant specially when discussing the new lesson and abstratioon of the lesson through
discussion of the principle and relation to the daily life. Student-centered since mastery is
elicited based on varied activities and performance task provided to them in which they
practice cooperation and social interaction.
REFLECT
Reflect on Principles of teaching worth applying

As a future teacher, principles of teaching is worth applying since, you will be able to be
creative in the delivery of the lesson, since you able to apply varied teaching approaches
utilizing technology and other related intervention materials to elicit mastery among students.
Direction: Encircle the letter of the correct answer
1. Teacher Rose believes that students need not know the intended learning outcome of her
lesson. She proceeds to her learning activities at once without letting them know what they
are supposed to learn for the day. Which principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students
by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains –
cognitive, skill and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/ intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom’s
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom’s revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes and the
method used in Class

Evaluate Your Work Task Field Study 1, Episode 10 - The Instructional Cycle
Year and section: ______________________________ Course: ___________________
Excellent
3 2 1
analyzed
well-organized, highly organized, very relevant to the Complete; not organized. complete; not organized,
relevant to the learning learning outcome relevant to the learning not relevant
outcome outcome

(Based on
transmutation)

19-18 17 16 15 14 13-12 11 10 9-8 7-below
Score 20
1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00. 3.5 5.00
Grade 1.0
99 96 93 90 87 84 81 78 75 72 71-Below
FIELD STUDY 1
LEARNING EPISODE 10
Learner Diversity: The Instructional Cycle
Activity 10.1: Applying the Guiding Principles in the Selection and Use of Strategies
OBSERVE
Observe one class with the use of the observation sheet for greater focus the analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more e.g. Teacher used video on how digestion
and the better the learning. takes place and a model of the human
digestive system.
2. Learning is an active process. Teacher utilizes varied activities showcasing

active participation of the students in the
class.
3. A non-threatening atmosphere enhances Teacher provided classroom rules pertaining

learning. atmosphere making the classroom clean safe
and friendly environment.
4. Emotion has the power to increase retention Teacher enrich the lesson with formative
and learning. assessment with intervention such as
activities to ensure retention and learning.
5. Good teaching goes beyond recall of Teacher provided with motivation and pass
information. lesson was recalled based on series of
activities.
6. Learning is meaningful when it is connected to The teacher provided generalization and

students’ everyday life. application to daily life and connect to with
real life situations.
7. An integrated teaching approach is far more Teacher utilizes varied strategies in such
effective that teaching isolated bits of away that the teacher will be able to deliver
information. the lesson with mastery.
ANALYZE
What is the best method of teaching? Is there such a thing?

In the lesson discussed the teacher utilized the deductive to inductive and collaborative
teaching approaches in order to deliver the lesson. Moreover, the teacher conducted return
demonstrations for the teaching.
REFLECT
Reflect on this question.

How do we select the appropriate strategy for our lessons?
In order to select the appropriate strategy for our lesson, this is done based on the actual
behavioral objectives of the lesson in order to determine the strategy of the lesson. Furthermore,
the strategy is also determine based on the capability of the students and level of mastery takes
place.
Activity 10.2: Determining Outcome- Based Teaching and Learning

OBSERVE
Observe a class and answer the following questions.

1. Did the teacher state the learning objectives/intended learning outcomes (ILOS) at the
beginning of the class? Did he/she share them with the class? How?
The teacher able to present the objective of the lesson, based on the ICT powerpoint prepared.
Further more the teacher also used intervention material in which the teacher let the students
recite the target objective of the session takes place.
2. What teaching-learning activities (TLAS) did he/she used? Did these TLAs help his/her attain
hi/her lesson objectives/ ILOS? Explain your answer.
The teacher utilize the concept mapping, venn diagram approach. Furthermore, the teacher also
used varied activities and also include return demonstrations for the performance in physical
education. In order for the lesson objective attained the teacher facilitate varied questions and
also elicit them through activities in order to achieve mastery.
3. What assessment task/s did the teacher employ? Is/Are these aligned to the lesson objectives/
ILO s?
In the lesson delivery, the teacher utilize the group assessment via activity and at the end
of the generalization of the lesson used through evaluation of the lesson through a paper-
and pen test with a 10-point item test.
ANALYZE
1. What are your thoughts about Outcome- Based Teaching and Learning (OBTL)?
Outcome-based Teaching and learning is the process of attaining the desired objective of the
lesson, through product output development or presentation. This way it shows a mastery of
the lesson or competency through the desired output of the students evaluated through a rubric.
REFLECT
Reflect on the use of OBTL.

In the new era of the 21st century skills of the Department of Education, it really focused on the
attainment of the outcome-based teaching and learning. The modern teacher nowadays, had
been trained and deliver lesson via varied interventions and instructional materials and also that
each of the activies provided should be with expected output through project, performance and
research and development.
Activity 10.3: Applying Effective Questioning Techniques

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during
the classroom discussion. Write the questions raised and identify the level of questioning.
Types of Questions Examples of Questions that the Resource

Teacher Asked
1. Factual/ Convergent Based on the video clip, what is being
Closed/ Low level described?
2. Divergent/ Higher-order/ Open-ended/ After the presentation of the output of the

Conceptual study, why do you think, this is the provided
solution, do you agree?
a. evaluation In the presentation of the output of each
group, Do you agree with their findings, why
do you say so?
b. inference How would you react on the results of the
scenario done?
c. comparison Based on the given hiphop movements, how
is this compared with the contemporary dance
moves?
d. application After thorough understanding of the different
movements of hiphop, you are now task to
perform a dance, incorporating the different
dance hiphop moves
e. problem-solving What do you think is the best solution of the
problem presented?
3.Affective How do you feel the dance, what is the
significant contribution of this is your life?
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods!” Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that they employ?
REFLECT
Reflect on
The importance of using various reacting techniques

Show proofs of learning that you were able to gain in this Episode by interviewing at last two
teachers on their thoughts o OBTL.
Evaluate Your Work Task Field Study 1, Episode 10 - The Instructional Cycle
Year and section: ______________________________ Course: ___________________
Excellent
3 2 1
analyzed
well-organized, highly organized, very relevant to the Complete; not organized. complete; not organized,
relevant to the learning learning outcome relevant to the learning not relevant
outcome outcome

(Based on
transmutation)

19-18 17 16 15 14 13-12 11 10 9-8 7-below
Score 20
1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00. 3.5 5.00
Grade 1.0
99 96 93 90 87 84 81 78 75 72 71-Below

Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. D. Let students learn the steps in opening a computer by making them follow the
steps.
2. The more senses that are involved, the more and the better the learning. Which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of the school and parents.
3. In OBTL, upon which should my assessment be based?

A. Content
B. Intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?
A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible
Learning Episode 11: Utilizing Teaching-Learning Resources and ICT
Activity 11.1: Visiting the Learning Resource Center

OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide
provided. Ask the assistance of the enter staff courteously.
An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these
guidelines/procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed)
After you are through with your observation, classify the resources available that you believe are
most useful. Use the activity form provided for you.
Name of Center Observed: ______________________________________________________

Date of Observation: __________________________________________________________
Name of Observer: ____________________________________________________________
Course/ Year/ School: _________________________________________________________
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches

Resources Unique Capabilities where the Resource is Most
(Enumerate in bullet form) Useful
1. Print Resources



2. Audio Resources



3. Non-electronic Visual
Resources



4. ICT Resources



Impression about the LRC:
Name and Signature of the Observer:
Name and Signature of the Learning Resource Center In-charge:
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
ANALYZE
Are the learning resources/materials arranged properly according to their functions and
characteristics?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are the strengths of this Learning Resource Center?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are its weaknesses?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What suggestions can you make?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Which gadgets/materials are you already confident to use/operate?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Which ones do you feel you need to learn more about?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 11.2: Observing Technology Integration in the Classroom

OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observations.
Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest
in the lesson and in the materials? Are they looking towards the direction of the teacher
and the materials? Do their actions show attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.

REPORT
Date of Observation _______________________________________________________

School __________________________________________________________________
Subject _______________________________Topic______________________________
Grade/Year Level
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids used Strengths Weaknesses Appropriateness of

(Enumerate in the Teaching Aids
bullet form) used
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p. 123, In which level of technology integration do you think the teacher
you observed operated? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Based on the Technology Integration Matrix, what is the characteristics of the learning
environment in the class that you observed? Point your observation that justify your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would
you do differently if you would teach the same lesson to the same group of students?
Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 11.3: Exploring Education 4.0

OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Note the important concepts that the teacher is emphasizing.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Note the skills that the teacher is developing in the learners.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Analyzing the information you got from observing the class, surf the internet to select electronic
resources, including OERs, social networking sites, and apps with virtual or augmented reality
that will be useful in teaching the same lesson. Evaluate the resources you found, using the set of
criteria discussed in the Revisit the Learning Essentials part of this Episode. Use the form below
to note your analysis and evaluation.
Grade/Year Level
Subject
Matter/Topic
(Based on the class
you observed)
Lesson
Objectives/Learnin
g Outcomes
Name Describe Put a check if the resource Describe
and the satisfies the criterion. how you can
Type electronic use it if you
of resource were to teach
Electr (include in the class
onic author/ you
Resour publisher observed.
ce /source) Accurate Appropriate Clear Complete Motivating Orga
nized
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for
the class? What made it easy? difficult?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more for
your work as a teacher? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Reflect on your technology skills. What skills do you already have, and what skills would
you continue to work on to be better at utilizing education 4.0 resources?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
Activity 11.4: Professional Development Through MOOCS

OBSERVE
1. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you identified.
You may try these sites.
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-
courses.shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10moocs-for-teachers-
theyre-learners-too/
 https://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-
joins-mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different
MOOC providers to explore their MOOCs.
PPST Domain Competencies I want to work on MOOCs related to the MOOC provider
competency/ies
(Include a short description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum
and Planning
5. Assessing
and Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal
Growth and
Professional
Development
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title _________________________________________________________
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2. MOOC Title _________________________________________________________

Provider:
Content Outline
3. MOOC Title _________________________________________________________

Provider:
Content Outline
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCs?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may
someday teach a MOOC?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1. Include here pictures/illustrations of the material used by the teacher. Put your
comments/annotations about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional
materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here.
Indicate how they might be useful considering your major or area of specialization.
3. Visit www.edudemic.om/50-educationtechnology-tools-every-teacher-should-know-
about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools an be helpful to you, as a teacher.
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?
Learning Episode 12: Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)
Activity 12.1: Observing Assessment FOR Learning Practices (Formative Assessment)

OBSERVE
1. Observe what Teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total
What Teacher Did Tally Total
2. Did the teacher ask the class “Did you understand?” If she did, what was the class’
response?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. If they did, how did the teacher respond?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Were the students given the opportunity to ask questions for clarification? How was this
done?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. If she found out that her/his lesson was not clearly understood, what did the teacher do?
Did you observe any of these activities? Please check.
________ Peer tutoring (Tutors were assigned by the teacher to teach one or two
classmates)
________ Each-one-teach-one (Students paired with one another)
________ Teacher gave a module for more exercises for lesson mastery
________ Teacher did re-teaching
Others, please specify

________________________________________________________________________
________________________________________________________________________
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
________________________________________________________________________
________________________________________________________________________
8. While re-teaching by himself/herself and /or with other students-turned tutors, did teacher
check on students’ progress? ________________________________________________
If yes, how? _____________________________________________________________
_______________________________________________________________________
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? Is it not better to do a one-and-for-all assessment at the completion of the entire
lesson?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends
to check on learners’ progress?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Should teacher record results of formative assessment for grading purposes? Why or why
not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Based on your observations, what formative assessment practice worked?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Could an unreasonable number of failures at the end of the term/grading period be
attributed to the non-application of formative assessment? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
 Formative assessment in tasting the soup while cooking. Reflet on this and write your
reflections.
 Should you record results of formative assessment? Why or why not?

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice.
Activity 12.2: Observing Assessment AS Learning Practices (Self-Assessment)

OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observations.
Teacher My Observation
1. Did teacher provide opportunities for the
learners to monitor and reflect on their own
learning?
2. What are proofs that students were engaged

in self-reflection, self-monitoring and self-
adjustments?
3. Did students record and report their own

learning?
4. Did teacher create criteria with the students

for tasks to be completed or skill to learned?
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on
your personal experiences of assessment in school. Were you given opportunities for self-
assessment? If yes, what was its impact on your learning?

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
Learning Episode 13: Assessment of Learning (Summative Assessment)
Activity 13.1: Aligning Assessment Task with the learning Outcomes

Resource Teacher: _______________ Teacher’s Signature: ______________ School:_________
Grade/Year level: ________________ Subject Area: ___________________ Date: __________
OBSERVE
Observe at least 3 classes – 1 Physical or Biological Science or Math, English, Filipino, 1
Social Science or Literature/Panitikan, EsP and 1 P.E / Computer /EPP/ TLE.
Subjects Leaning Assessment Is the If not aligned,
outcome/s Task (How did Assessment improved on it.
Teacher assess tool/task
the learning aligned to the
outcome/s? learning
Specify. outcome/s?
P.E/ EPP/TLE To dance tango Written quiz- No Performance
Enumerate the test – Let the
steps of tango students dance
in order. tango.
Social Science.
Literature/Panitikan.
EsP.
Physical/Biological
Science/Math/
English/Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are the possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s Does this affect assessment results? How?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Why should assessment tasks be aligned to the learning outcomes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
 Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes)?
 How this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
Activity 13.2: Observing the Use of Traditional Assessment Tools

Resource Teacher: ______________ Teacher’s Signature: _____________ School: __________
Grade/Year Level: ______________ Subject Area: ___________________ Date: ____________
OBSERVE
 Observe classes and pay particular attention to the assessment too l used by the teacher
 With teacher’s permission, secure a copy of the assessment tool.
Directtion: Put a check () on the test which teacher used. From your teacher’s test items, give
an example.
Type of Traditional Tool/ Put a Learning Outcome Sample Test Item of Comments (Is the
Paper and Pencil test chec Assessed Resource Teacher assessment tool
k constructed in
() accordance with
Here established guidelines?)
Explain your answer.
Selected Response Type
1. Alternate response
2. Matching type
3. Multiple Choice
4. others
Type of Traditional Tool/ Put a Learning Outcome Sample Test Item of Comments (Is the
Paper and Pencil test chec Assessed Resource Teacher assessment tool
k constructed in
() accordance with
Here established guidelines?)
Explain your answer.
Selected Response Type
1. Competition
2. Short answer type
3. Problem Solving
4. Essay - restricted
5. Essay-non-restricted
6. Others
ANALYZE
1. Which Assessment tools/tasks were most commonly used by teacher? which ones were rarely
used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools and tasks
were the Resource Techers most skilled in the test construction? Least skilled?
3. Can an essay or the other written requirements, even if it is a written paper-and-pencil test, be
considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult
you construct? Any lesson/s learned?
Activity 13.3: Observing the use of Non-Traditional Assessment Tools and Scoring Rubric
Resource Teacher: ______________ Teacher’s Signature: _____________ School: __________
Grade/Year Level: ______________ Subject Area: ___________________ Date: ____________
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?
Authentic Learning Sample of Product/ How product/ Comment/s (Is the
Assessment/ Non- Outcome Performance Assessed performance was scoring rubric
Traditional/ Assessed assessed constructed
Alternative according to
One example of a Describe how the standards?
product assessed. (Put product/
a photo of the performance was
product/documented assessed. Which was
performance in My used analytic rubric
Teaching artifacts. or holistic rubric?
INCLUDE TH4E INCLUDE THE
RUBRIC IN MY RUBRIC IN MY
TEACHING TEACHING
ARTIFACTS. ARTIFACTS.
1. Product -
2. Performance -
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type
of rubric was used more?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Based on your answer in # 1, what ca you say about the scoring rubrics made and used by the
Resource Teachers?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. If you were to improve on one scoring rubric used, which one and show?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be
considered an authentic form of assessment? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Can rubric help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in
assessment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
Authentic 13.4: Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: ____________ Teacher’s Signature: _____________ School: ____________
Grade/Year Level: ____________ Subject Area: ___________________ Date: ______________
OBSERVE
1. Ask your Resource Teacher for samples of Portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you accomplish
Observation Sheet #
4. Put a check in the right column.
What a Portfolio Includes
Elements of a Portfolio Present? Missing?
1. Clear objectives – The
objectives of the
lesson/unit/course are clear which
serve as bases for selection
2. Explicit guidelines for selection
- What, when, where, how are
products/documented
performances selected?
3. Comprehensible criteria- the
criteria against which the portfolio
is graded must be understood by
the learners
4. Selective significant pieces –
The portfolio includes only the
selected significant materials.
5. Student’s reflection – There is
evidence that students reflected on
their learning.
6. Evidence of student
participation in selection of
content of portfolio -There is
proof that students too part in the
selection of the content of the
portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show
that what the student was supposed to learn was learned?
______________________________________________________________________________
______________________________________________________________________________
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
______________________________________________________________________________
______________________________________________________________________________
Elements of a _________ Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised versions.)
6. Student’s Reflections.
3. Where and when does the teacher make use of each of the 3 types of portfolio?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted
on portfolio assessment commensurate to the improvement of learning and development of
learners’ metacognitive process that result from the use of portfolio?
Activity 13.5: Determining the Level of Teacher’s Questions

Resource Teacher: _____________ Teacher’s Signature: ____________ School: ____________
Grade/Year Level: _____________ Subject Area: __________________ Date: ______________
OBSERVE
1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to
creating and metacognition and self-system thinking. You may also refer to written tests
for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separetly.
Table 1. Number of Questions per Level
Cognitive Cognitive Processes Tally of Total
Processes (and Kendall Assessment
(Bloom as Rank Marzano) task /
revised by Rank Questions
Anderson and
Krathwohl
Self-system thinking 6
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing /An 4 Analysis 3 /
Applying 3 Knowledge Utilization 4
Understanding / 2 Comprehension 2 /
Remembering / 1-Lowest Retrieval 1 //// - Example 4
Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total Score Tally and Total Score of Example of Rank
of Cognitive Processes Cognitive Processes (and Assessment Tasks / Based
(Bloom as a revised by Rank Kendall and Marzano) Questions Given by on Use
Anderson and Resource Teacher
Krathwohl Rank
Self-system Thinking 6-Highest e.g Teacher asked
students Why is the
lesson important to
you?
Metacognition 5
Example: 6-Highest
Creating = 1
5
4 Analysis 3
3 Knowledge of Utilization 4
2 Comprehension 2
1-Lowest Retrieval = III 1-Lowest
I I
Rank Rank
ANALYZE
1. Which cognitive skill had highest number of assessment questions? lowest number?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment for each of the two highest cognitive skills- metacognitive skills and
self-system thinking.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
If you were to rate yourself on HOTS – where you will be from a scale of 1 to 5 (5 as highest)
where will you be?
As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?
Activity 13.6 Analyzing a Table of Specifications
Resource Teacher: Teacher’s Signature School:
Grade/Year Level: Subject Area: Date:
TARGET Your Intended Learning Outcome

 Explain the function of a Table of Specifications
REVISIT the Learning Essentials

 A table of a Specification (TOS) is a two-way chart which describes the topics to be
covered by a test and the number of items or points which will be associated with each
topic.
 Sometimes the types of items are described in terms of cognitive level as well.
1. Study the Sample of Table of Specifications on Assessment.
No. of
Learning Outcome Class Cognitive Level Total
Hours
Rem Un Ap An Ev Cr
1.
2.
3.
4.
5.
6.
Total
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?

3. With OBE in mind, is it correct to put learning outcome not topic in the first column?
Why or why not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
REFLECT
Read the conversation and reflect on teachers’ assessment practices. Write your
reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro,
wala! (Where did Teacher get her test? Not one of what she taught came out!
Student B: Oo nga! Nakakainis! (You are right! How annoying!)
Did you have a similar experience? Reflect on it. Will the required use of Table
Specifications as guide in test construction solve the problem of misaligned test?

 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS
Activity 13.7 Computing Student’s Grades based on DepEd Grading System

TARGET Your Intended Learning Outcomes

 Compute student’s grade based on DepEd’s grading policy
 State the new features of the latest grading system in basic education.

 With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as the K to 12 Curriculum, came a new grading system of the
Department of Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes students’ performance in written
tests and performance tasks, with emphasis on the latter. The quarterly exam may be a
combination of written test and performance task.
OBSERVE
A. Sample Student’s Report Card
1. Secure a sample of Students’ Report Card from your Resource Teacher.
2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group of students regarding the new grading system.
B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required
to do with this new grading system which you were nit asked before?
2. Which do you prefer – the old or the new grading system? Why?
C. Interview of 5 Students
1. What do you like in the new grading system?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
2. Do you have problems with the new grading system? If there is, what?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
3. Does the new grading system give a better picture of your performance? Why or why
not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
4. Which do you prefer – the old or the new grading system? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
D. Review of DepEd Order #8, s. 2015

Read DepEd Order #8, s. 2015. You may refer to Appendix A.
Based on DepEd Order #8, s. 2015, answer the following:
1. What is/are the basis for grading?
2. How do you compute grades per quarter fir Grades 1 to 10 and Grades 11 to 12? Give
an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the school
year?
6. What is the report on learners’ observed values?
E. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades 1 to 6 (If you are a future elementary
teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and
quarterly assessment. then give the descriptor. Refer to DepEd Order #8, s. 2015
ANALYZE
Analyze the data and information gathered from the interview and from your interview of
an unused Student’s Report Card and the DepEd grading system.
1. Do students and teachers like the new grading system? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
2. What are the good points of the new grading system according to teachers? According to
students?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
3. What are teachers challenged to do by this new grading system?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
4. Do you favor the distribution of written work, performance tasks and quarterly
assessment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
5. Did you like the experience of computing grades? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies
– knowledge, skills and values learned (outcomes-based education) – do grades really matter?
Activity 13.8 Reporting Students’ Performance

TARGET Your Intended Learning Outcomes

 State the reason(s) why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful

 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ
but not necessarily achieving or performing because of lack of motivation or other
factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
2. Describe how the Resource Teachers learners’ assessment results and grades to parents.
3. Do parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the resource teacher handle their questions and concerns? What answers did
he/she give?
Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
2. How do you report students’ performance to parents? Does the school have a regular way
of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance?
2. Based on your observations and findings, what practices must be

a.) maintained and
b.) improved to make grades and reporting meaningful?
REFLECT
1. Grades are often source of misunderstanding. How should I do reporting so that it will
result to effective learning?
LEARNING EPISODE 14
Knowing the Quality Teacher: The Teacher as a PERSON and as a
PROFESSIONAL
ATeacher Personal Qualities: A View from my Lenses ……………………………………
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only you or you will observe
and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that you
have found out. If the personal quality is not observed by you or is not revealed in your
interview, write not observed or not manifested.
Personal Qualities Observe (O) Data Results

Interview (I) I have found out that ….
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may change
your sample teacher in Activity 1 with another teacher or you can still observe the same teacher.
In case you will not change your teacher to be observed the same teacher will be your sample
teacher for both activity 1 and 2. Aside from direct observation, you will do a survey in Activity
2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the information
that you have gathered.
1. In activity 1, what you consider as the 3 most outstanding significant personal qualities of
the teacher you chose as your case? Why do you consider these as outstanding?
a. _____________________________________________________________________
_____________________________________________________________________
____________
b. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________
c. _____________________________________________________________________
_____________________________________________________________________
____________
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? ____________ Why? Describe yourself.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________
REFLECT
Good teachers are role models, whether in school, at home or in the community. From the
teachers that you had from elementary to college, did the personal qualities that they possess,
help you better learn as a student?
Identify one personal characteristic of your model teacher that has made a great impact in your
life as a learner. Reflect and describe how this quality influenced you.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 14.2 Is the Teacher a Professional Teacher?
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey
2. Request the following information from the teacher:
a. Name
b. LET License No.
c. Evidence of Professional Growth (Masters or Doctorate, Seminars Attended, etc.)
3. Request a co-teacher or the head (only one of the two) to answer the checklist/rating scale
about your sample teacher.
4. Answer the same instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the survey.
In what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir,
I am a future teacher and I would like to know the characteristics of a Professional
Teacher. I will be very glad if you could answer the survey form about your co-teacher
____________________________.
I will keep in confidence your identity, however please allow me to use the data in
my lesson.
This is a requirement in our course., Field study 1.
Thank you very much.
______________________
Name of the Teacher:
_________________________________________________________________
PRC License No.: ____________________________________ Grade Level Taught:
_____________
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or
No or Doubtful.
Does the Teacher exhibit the
Professional Competence competence of a Professional
Teacher? Check your answer
below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers
2. Teaches the subject matter very well with mastery
3. keeps self updated with educational trends, policies and
curricula
4. Uses varied teaching methods that facilitate learning with
skill and ease
5. Engages the parents and other stakeholders to cooperate
as partners in educating the children
6. Teaching with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with
innovation in every lesson
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lesson taught
9. Makes classroom atmosphere physically (arrangement)
and psychologically (friendly, inclusive) safe and secure for
learning
10. Serves willingly beyond teaching work by participating
in other extra-curricular activities when needed.
______________________________________________
Name and Signature of the Teacher Informant (Peer)
OR:
______________________________________________
Name and Signature of the Supervisor Informant (Head)
AND
______________________________________________
Your Name and Signature (Pre-Service Student)
ANALYZE
Did you learn from your observation and interview on teacher’s professional
competencies? Now let us analyze the data.

1. In Activity 2, do you consider the teacher as Professional Teacher? In what competencies
is the teacher strong? ________ Weak? _________ Doubtful? ____________ Why?
2. Did your answers from the survey form coincide with the answers of the co-teacher or
head of the teacher you observed?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
REFLECT
Now, it is the time to reflect on Activity 2.
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________
2. If all the teachers teaching today possess the professional characteristics and competencies as
the teacher/teachers observed then the learners will be
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________

Show here the artifacts of this Episode.
1. Show a narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)

LEARNING EPISODE 15
Towards Teacher Quality: Developing a Glocal Teacher of the 21st Century

ACTIVITY 15.1 A Day in the School Life of a Quality Teacher

Observation 1: This activity will require you to stay in school for one school day. Special
arrangement by your faculty should be made for this purpose.
Procedure
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to your essay.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations
Teacher’s Major Responsibility Key Guide for Observation (Carefully look for the
indicators/behaviors of the teacher along the key points. Write
your observations and description in your notebook. This will be
one of your artifacts.
A. Actual Teaching This teacher
1. is learner – centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. Is pleasant and fair in dealing with the learners.
B. Management of Learning This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating
arrangement.
3. uses instructional support materials to help learners
understand the lesson.
4. Sees to it that learning is achieved within the period of
time.
5. dismisses the class on time.
C. Administrative Work This teacher
1. keeps records of learners’ attendance everyday
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and
safety of the school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when you
become a teacher? Describe.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
3. Which of the major responsibilities does this teacher find difficulty to comply with? What are the
reasons?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
4. From your perspective, would you consider this teacher as a quality teacher? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good for you to
reflect on all your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observation? If yes, why? If no, why not?
2. When you become a teacher in the future, how else would you do better as a professional teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think you
will be ready to address these? Give at least 2 concerns.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you observed? Can
you show your appreciation to this teacher by sending a Thank you card? (Include this in your artifact)
ACTIVITY 15.2 The Creation and Management of the New Learning Environment as a Skill
of the 21st Century Quality Teacher

This activity will allow you to develop your sense if creativy and imagination in desinining a classroom
for the 21st century and determining how to manage learning in this classroom.
OBSERVE
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including these but not
limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Other not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classrom I am Observing

Grade Level ________
B. Classroom for the 21st Century
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences. Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
REFLECT
Based on the task that you made, what challenges await you as a future teacher? How will you
manage learning in the future classroom? How will you prepare yourself to respond to 21 st teaching –
learning and become a glocal teacher?
Make a short paragraph on how you will manage teaching – learning in the 21 st century
classroom.
LEARNING EPISODE 16
On Teacher’s Philosophy of Education

ACTIVITY 16.1 Analyzing DepEd’s Philosophy of Education

OBSERVE
 Determine the prevailing philosophies based on DepEd Vision and Mission statements, core
values and mandate and on the K to 12 Curriculum Framework and Guide.
 Study the DepEd Vision and Mission statements, Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum Framework and
Guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are expressed?
 Cite relevant statements to back up an identified philosophy of education. You are given an
example.
Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum Framework
Values, Mandate? Give Proof. Guide and Sec 5 of RFA
10533? Give proof.
1. Essentialism – teach mastery Essentialism – the core values of Essentialism – List of standards
of the basics; curriculum is maka – Diyos, maka – tao, maka and competencies that learners
prescribed; subject matter – – kalikasan and maka – bansa are expected to attain is the
centered there are universal, show that DepEd is essentialist. subject matter that students are
objectives values; inculcate DepEd believes in unchanging expected to learn. – Essentialist.
values in subject matter values that need to be inculcated.
2. Perennialism – teach those Any proof of perennialism?
that last, the classics; there are
universal values; inculcate these
universal, objective values
3. Progressivism – very child – Any proof of progressivism?
centered; teach those that
interest the child; one learns by
experience; learners learn by
doing so teacher’s teaching s
experiential; values are
subjective; no inculcation of
values since they are subjective;
instead, teachers help students
clarify their values
4. Reconstructionism – school is Any proof of reconstructionism?
agent of change; schooling is
preparing students for the social
changes; teaching is involving
the students in discussions of
moral dilemmas
5. Existentialism – teachers Any proof of perennialism?
teach learners to make a choice,
to make decisions and not
merely follow the crowd; one
who does not make a choice and
so simply follow others do not
leave a meaningful life
6. Pragmatism – that which is Any proof of pragmatism?
useful, that which is practical
and that which works is what
good; that which is efficient and
effective is that which is good.
e.g., showing a video clip on
mitosis is more efficient and
more effective therefore more
practical that teacher coming up
with a visual aid by drawing
coming up in a cartolina or
illustration board.
7. Rationalism – emphasizes the Any proof of rationalism?
development of the learners’
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning
power of the learner
8. Utilitarianism – what is good Any proof of utilitarianism?
is that which is most useful (that
which brings happiness) to the
greatest number of peoples
9. Empiricism – source of Any proof of empiricism?
knowledge is through the senses;
teacher must involve the senses
in teaching learning
10. Behaviorism – behavior is Any proof of behaviorism?
shaped deliberately by forces in
the environment and that the
type of person and actions
desired can be the product of
design; behavior is determined
by other, rather than by person’s
own free will; teacher must
carefully shape desirable
behavior; drills are commonly
used to enhancer earning,
rewards reinforce learning.
11. Constructivism – learners are Any proof of constructivism?
capable of constructing
knowledge and meaning;
teaching – learning therefore is
constricting knowledge and
meaning; teacher does not just
“tell” or dictate but asks learners
for knowledge they construct
and meaning of lesson.
12. Other Philosophies
ACTIVITY 16.1 Analyzing DepEd’s Philosophy of Education

OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with her
teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class
by observing what and ow teacher and relates to learners.
Philosophies of Education Teaching Behavior (State what the teacher

said, taught or did).
1. Essentialism – teach mastery of the basics; In what way was the teacher essentialist?
curriculum is prescribed; subject matter – centered
there are universal, objectives values; inculcate e.g., e/she saw to it that students mastered
values in subject matter basic concepts and skills.
He/she inculcated values.
2. Perennialism – teach those that last, the

classics; there are universal values; inculcate these
universal, objective values
3. Progressivism – very child – centered; teach
those that interest the child; one learns by
experience; learners learn by doing so teacher’s
teaching s experiential; values are subjective; no
inculcation of values since they are subjective;
instead, teachers help students clarify their values
4. Reconstructionism – school is agent of change;
schooling is preparing students for the social
changes; teaching is involving the students in
discussions of moral dilemmas
5. Existentialism – teachers teach learners to make
a choice, to make decisions and not merely follow
the crowd; one who does not make a choice and so
simply follow others do not leave a meaningful
life
6. Pragmatism – that which is useful, that which is
practical and that which works is what good; that
which is efficient and effective is that which is
good. e.g., showing a video clip on mitosis is more
efficient and more effective therefore more
practical that teacher coming up with a visual aid
by drawing coming up in a cartolina or illustration
board.
7. Rationalism – emphasizes the development of
the learners’ reasoning powers; knowledge comes
though reason; teacher must develop the reasoning
power of the learner
8. Utilitarianism – what is good is that which is
most useful (that which brings happiness) to the
greatest number of peoples
9. Empiricism – source of knowledge is through
the senses; teacher must involve the senses in
teaching learning
10. Behaviorism – behavior is shaped deliberately
by forces in the environment and that the type of
person and actions desired can be the product of
design; behavior is determined by other, rather
than by person’s own free will; teacher must
carefully shape desirable behavior; drills are
commonly used to enhancer earning, rewards
reinforce learning.
11. Constructivism – learners are capable of
constructing knowledge and meaning; teaching –
learning therefore is constricting knowledge and
meaning; teacher does not just “tell” or dictate but
asks learners for knowledge they construct and
meaning of lesson.
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2. which
philosophies of education are dominant Philippines basic schools? Why do you say so?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
________________________________________________________________________
________________________________________________________________________
____________
2. If there is one philosophy that schools and teachers should give more attention to. What
should that be and why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
________________________________________________________________________
________________________________________________________________________
____________
REFLECT
What is your philosophy of teaching? This describes what you believed you should teach,
jhow you should teach and how you should relate to others in school – with the learners, you
colleagues, your superiors and all other stakeholders. Write them down. This is your title, “My
Philosophy of Teaching”.
My Philosophy of Teaching
These may be of help:
I believe that the learner ………… (concept of learner)
I believe that I should teach the learners ……. (what)
by ……… (how)
I believe that I ………… (how should you relate to learners, colleagues, superior, parents and
other stakeholders)

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FIELD STUDY 1

SCHOOL FACILITIES OBSERVATION CHECKLIST

Comfort Room for

Guide Question Classroom Observation Report

2. Describe the school

3. Pass by the offices.

4. Walk through the

CLASSROOM FACILITIES MATRIX

3. What kind of classroom is conducive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learning and insights here.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

8. Take a photo of the display boards (if allowed).

Topic of the Board Display

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Bulletin Board Evaluated by:

Recommendations or Suggestions for improvement

Signature of Evaluator over Printed Name:

My Board Display Lay-out

What do you think was the purpose of the board display?

Was the board display effective? Why? Why not?

What suggestions can you make?

My Proposed Board Display

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

2. Which facilities are present in a health-promoting school environment?

3. What physical school environment supports learning?

My personal Illustration of an Effective

COMMENT/S Over-all Rating:

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

OBSERVE, ANALYZE, REFLECT

An Observation Guide for the Learners' Characteristics

Learners’ Development Matrix

Development Preschooler Elementary High School

Level Salient Characteristics Implications to the

3. Share your other insights here.

LINK Theory to Practice

SHOW Your Learning Artifacts

COMMENT/S Over-all Rating:

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

An Observation Guide for the Learners' Characteristics

What does the teacher do to address issues like this?

Please note: Ensure proper coordination of your college/university to obtain permission

3. Write your observation report.

An Observation Guide for Indigenous Peoples Education

1. Does the school foster a

Reflect based on your actual visit or videos that you watched.

l. What new things did you learn about indigenous peoples?

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by

3.2 Uphold and celebrate their culture, beliefs and practices by

3.3 Advocate for indigenous peoples education by

2. Which student thinking /behavior indicates that he/she values diversity?

3. What is a teaching-learning implication of student diversity?

8. Which of the following demonstrates differentiated instruction?

9. Which teaching practice gives primary consideration to individual differences?

COMMENT/S Over-all Rating:

Signature of FS Teacher above Printed Name Date

Learner Diversity: The Community and Home Environment

OBSERVE, ANALYZE, REFLECT

Resource Teacher:____ Teacher’s Signature: _ School: ______

Resource Teacher:_______Teacher’s signature:School:

Resource Teacher:_______Teacher’s signature:School:

Resource Teacher:_______Teacher’s signature:School:

Resource Teacher: ___________Teacher’s Signature: _ School: ______

Resource Teacher: ___________Teacher’s Signature: _ School: ______

Resource Teacher: ___________Teacher’s Signature: _ School: ______

Resource Teacher: ___________Teacher’s Signature: _ School: ______